Date of Award
2008
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Education
First Advisor
Dr. Linda Dorn
Abstract
The purpose of the study was to examine the effects of the Partnerships in Comprehensive Literacy (PCL) school improvement model in narrowing the achievement gap for first graders in a high poverty school over a three-year period. The study compared the academic progress of first grade students from a PCL high poverty school with first grade students from a non-PCL high poverty school. A cross sectional study with quantitative data, analyzed with a parametric statistical test (ANOVA), was used to evaluate these factors. The research objectives focused on studying the effects of the Partnerships in Comprehensive Literacy (PCL) model in a high-poverty school. The results indicated that with each year of the PCL implementation, the model yielded higher mean text reading levels and greater gains in reading achievement. The year effect was significant and the building effect was significant in narrowing the achievement gap for first graders in a high poverty school.
Recommended Citation
Head, Barbara M., "The Effects of the Partnerships in Comprehensive Literacy Model in Narrowing the Achievement Gap for First Graders in a High Poverty School" (2008). Theses and Dissertations. 153.
https://research.ualr.edu/etd/153
